C21Learning Professional Development for the Habits of Mind and Key Competencies Both Facilitator: Trudy Francis (Director C21 Learning) Phone: 021 737 642 Email: c21learning@kol.co.nz About C21 Learning: Our goal is to assist teachers to improve the quality of their classroom instruction. C21 Learning is about meta-level thinking and learning for both teachers and pupils and how it relates to lifelong learning. Our iceberg analogy represents the hidden foundation of breathtaking individuals seeking their place in the world. The professional development opportunity being offered is underpinned by theory and research. It’s broken down into four stages that should be considered as starting points from which to individualise your professional development journey. Dates and the frequency of contact are negotiable. Collective Vision With the staff we develop: §A Vision §An Action Plan for the year that includes Objectives, Key Tasks and Expected Outcomes Relating this PD focus to the New Zealand Curriculum The new curriculum represents a paradigm shift in terms of what is taught and how it is taught. For many teachers the Key Competencies are a whole new dimension at the very least raising questions about how they are taught and assessed. We bring clarity to these concerns by: §Making cogent links between the Habits of Mind and the Key Competencies §Assisting teachers to plan and teach in ways that immerse the Key Competencies (Habits of Mind) in authentic learning contexts Effectiveness of Pedagogy Through demonstration lessons and observations we assist teachers to set their own professional development goals and provide feedback that assists them to reflect on and to evaluate their own performance. Assessing the Key Competencies: Learning how to assess the Key Competencies formatively and summatively is fundamental to the success of our approach. We explore strategies for assessing the Key Competencies that empower learners to take responsibility for their own learning. Role of Teacher in Designing and Using a Matrix for Pupil Goal Setting We assist teachers to maximise student voice and ownership by: §Using a matrix for backward planning §Modelling the co-construction of success criteria §Modelling goal setting from the co-constructed matrix §Demonstrating how to provide learning opportunities that support students on their learning journey §Demonstrating with students how to gather evidence and how to be reflective and objective about their performance. References Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Learning Media. Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relationships in education. Palmerston North, New Zealand: Dunmore Press. Brewerton, M. (2004b). Thoughts on the characteristics of a “successful school leaver. Paper prepared for the Ministry of Education, October 2004. Costa, A. (2001). Building a thoughtful learning community with habits of mind. Professional development handout at CSNS. Costa, A. L., & Kallick, B. (2000). Discovering & exploring habits of mind: a developmental series. Alexandra, USA: Association for Supervision and Curriculum Development. De Bono, E. (1985). Six thinking hats. Toronto: Key Porter. Ministry of Education. (2006). The New Zealand Curriculum: Draft for consultation. Wellington, New Zealand: Learning Media. Murdoch, K. (2004). Classroom connections: strategies for integrated learning. South Yarra, Vic: Eleanor Curtain Publishing New Zealand Educational Institute (2005). Office Background papers. Wellington: Te Riu Roa Sewell, AM (2006). Teachers and children’s learning together: Developing a community of learners in a primary classroom. Unpublished doctoral dissertation, Massey University, New Zealand. Wiggins, G., & McTighe, J. (1998). Understanding by design (1st ed.). Alexandra, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Heatherton, VA: Hawker Brownlow Education.
C21Learning
Professional Development for the Habits of Mind and Key Competencies Both
Facilitator: Trudy Francis (Director C21 Learning)
Phone: 021 737 642
Email: c21learning@kol.co.nz
About C21 Learning:
Our goal is to assist teachers to improve the quality of their classroom instruction. C21 Learning is about meta-level thinking and learning for both teachers and pupils and how it relates to lifelong learning.
Our iceberg analogy represents the hidden foundation of breathtaking individuals seeking their place in the world.
The professional development opportunity being offered is underpinned by theory and research. It’s broken down into four stages that should be considered as starting points from which to individualise your professional development journey. Dates and the frequency of contact are negotiable.
Collective Vision
With the staff we develop:
§ A Vision
§ An Action Plan for the year that includes Objectives, Key Tasks and Expected Outcomes
Relating this PD focus to the New Zealand Curriculum
The new curriculum represents a paradigm shift in terms of what is taught and how it is taught. For many teachers the Key Competencies are a whole new dimension at the very least raising questions about how they are taught and assessed. We bring clarity to these concerns by:
§ Making cogent links between the Habits of Mind and the Key Competencies
§ Assisting teachers to plan and teach in ways that immerse the Key Competencies (Habits of Mind) in authentic learning contexts
Effectiveness of Pedagogy
Through demonstration lessons and observations we assist teachers to set their own professional development goals and provide feedback that assists them to reflect on and to evaluate their own performance.
Assessing the Key Competencies:
Learning how to assess the Key Competencies formatively and summatively is fundamental to the success of our approach.
We explore strategies for assessing the Key Competencies that empower learners to take responsibility for their own learning.
Role of Teacher in Designing and Using a Matrix for Pupil Goal Setting
We assist teachers to maximise student voice and ownership by:
§ Using a matrix for backward planning
§ Modelling the co-construction of success criteria
§ Modelling goal setting from the co-constructed matrix
§ Demonstrating how to provide learning opportunities that support students on their learning journey
§ Demonstrating with students how to gather evidence and how to be reflective and objective about their performance.
References
Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Learning Media.
Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relationships in education. Palmerston North, New Zealand: Dunmore Press.
Brewerton, M. (2004b). Thoughts on the characteristics of a “successful school leaver. Paper prepared for the Ministry of Education, October 2004.
Costa, A. (2001). Building a thoughtful learning community with habits of mind. Professional development handout at CSNS.
Costa, A. L., & Kallick, B. (2000). Discovering & exploring habits of mind: a developmental series. Alexandra, USA: Association for Supervision and Curriculum Development.
De Bono, E. (1985). Six thinking hats. Toronto: Key Porter.
Ministry of Education. (2006). The New Zealand Curriculum: Draft for consultation. Wellington, New Zealand: Learning Media.
Murdoch, K. (2004). Classroom connections: strategies for integrated learning. South Yarra, Vic: Eleanor Curtain Publishing
New Zealand Educational Institute (2005). Office Background papers. Wellington: Te Riu Roa
Sewell, AM (2006). Teachers and children’s learning together: Developing a community of learners in a primary classroom. Unpublished doctoral dissertation, Massey University, New Zealand.
Wiggins, G., & McTighe, J. (1998). Understanding by design (1st ed.). Alexandra, VA: Association for Supervision and Curriculum Development.
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Heatherton, VA: Hawker Brownlow Education.
Open the link below for term focus